•  
  •  
 

Keywords

model quantum teaching, model TGT, prestasi belajar, motivasi belajar

Document Type

Article

Abstract

Penelitian ini bertujuan untuk mendeskripsikan keefektifan model pembelajaran (Quantum Teaching dan TGT) dan membandingkan keefektifan model pembelajaran (Quantum Teaching dan TGT) pada pembelajaran matematika ditinjau dari aspek prestasi dan motivasi belajar siswa. Penelitian ini adalah penelitian quasi-experiment dengan desain pretest-posttest nonequivalent group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Muhammadiyah 1 Yogyakarta, sedangkan sampelnya adalah siswa kelas VIII-D dan VIII-E. Instrumen yang digunakan adalah tes prestasi belajar dan angket motivasi belajar siswa. Untuk menguji keefektifan model pembelajaran (Quantum Teachingdan TGT), data dianalisis dengan menggunakan uji one sample t-test. Untuk membandingkan keefektifan model pembelajaran (Quantum Teaching dan TGT), data dianalisis dengan menggunakan MANOVA kemudian dilanjutkan dengan uji t-Bonferoni. Hasil penelitian menunjukkan bahwa model pembelajaran (Quantum TeachingdanTGT) efektif dan model Quantum Teaching lebih efektif daripada model TGT ditinjau dari aspek prestasi dan motivasi belajar siswa.

Kata Kunci: model quantum teaching, model TGT, prestasi belajar, motivasi belajar

Comparison of the Effectiveness of Quantum Teaching and TGT in Mathematics' Instruction Viewed from Achievement and Motivation


Abstract

This study aims to describe the effectiveness of the Quantum Teaching and Cooperative TGT Models and compare the effectiveness of the Quantum Teaching models with TGT in mathematics' instruction viewed from the students' achievement and learning motivation. This study was a quasi-experimental study using the pretest-posttest nonequivalent group design. The research population was all grade VIII students, while the sample is students of Class VIII-D and VIII-E. The data collecting instruments consisted of a students' learning achievement test and learning motivation to questionnaires. To test the effectiveness of the Quantum Teaching and TGT models, the data were analyzed using one sample t-test. Then, to comparethe effectiveness of the Quantum Teaching models TGT models, the data were analyzed using MANOVA and continued using the t-Beonferroni test. The results of the study show that the Quantum Teaching and TGT models are effective and the Quantum Teaching model is more effective than the TGT models in mathematics' instruction viewed from the students' achievement and learning motivation. Keywords: quantum teaching models, TGT models, learning achievement, learning motivation

Page Range

296 - 307

Issue

2

Volume

2

Digital Object Identifier (DOI)

10.21831/jrpm.v2i2.7348

Source

https://journal.uny.ac.id/index.php/jrpm/article/view/7348

References

Akinsola, A.K. (2007: 1). The effect of simulation-games environment on students achievement and attitudes to mathematics in secondary school. The Turkish Online Journal of Educational Technology, volume 6 Issue 3 Article 11

Arends, R.I & Kilcher, A. (2010). Teaching for student learning: becoming an accumplhised teacher. New York: Published in the Taylor & Francis e-Library

Begle, E.G. (1978). Critical variables in mathematics education : findings from a survey of the empirical literature. Washington: MAA & NCTM

Borich, G.D. (2007). Effective teaching methods: research-based practice. Ohio: Pearson Education Inc.

Brownlie, F., et al. (2003). Enhanching learning: report of the student achievement task force. British Columbia. Diambil pada tanggal 11 November 2013, dari http://www.bced.gov.bc.ca/taskforce/achieve_task_rep.pdf.

Dai, D.Y. & Strenberg, R.J. (2004). Motivation, emotion, and cognition. Mahwah, NJ: Lawrence Erlbaum Acssociates, Inc.

Depdiknas. (2006). Peraturan Menteri Pendidikan Nasional nomor 22 Tahun 2006 tentang Standar Isi.

Depdiknas. (2007). Peraturan Pemerintah RI Nomor 20, Tahun 2007, tentang Standar Penilaian Pendidikan.

DePorter, B. (2009). Quantum learner: focus your energy, get what you want. (Terjemahan : Lovely). Bandung: Kaifa.

DePorter, B., Reardon M. & Sarah S. (2001). Quantum teaching: mempraktikkan quantum learning di ruang-ruang kelas. Bandung: Kaifa.

DePorter, B., Reardon M. & Sarah S. (2001). Quantum teaching: mempraktikkan quantum learning di ruang-ruang kelas. Bandung: Kaifa.

Djamarah, S. B., & Zain A. (2006). Strategi belajar mengajar. Jakarta: Rineka Cipta.

Douglas, A. G. (1992). Handbooks of research on mathematics teaching and learning. New York: Macmillan Publishing Company.

Effandi, Z., Chung L., Yusuf D. (2010). The effects of cooperative learning on students mathematics achievement and attitude towards mathematics. Journal of social sciences 6(22):272-275.

Elliott, S.N., et al. (2000). Educational psychology: effective teaching, effective learning. (3rd ed). Boston: McGraw-Hill.

Evans, B. (2007). Student attitudes, conceptions, and achievement in introductory undergraduate college statistics [Versi electronik]. The Mathematics Educator, 17, 2, 24-30.

Hadi, S. (2005). Pendidikan matematika realistik dan implementasinya.Banjarmasin: Tulip

Hara, S. R. & Burke, D. J. (1998). Parent involvement: The key to improved student achievement [Versi electronik]. School Community Journal, 8, 2, 219-228.

Johnson, R.A. & Wichern, D.W. (2007). Applied multivariate statistical analysis. Boston: Pearson Prentice Hall.

Kusno & Joko, P. (2011).Effectiveness of quantum learning for teaching linear program at the muhammadiyah junior high school of purwokerto in central java, Indonesia. International Journal for Educational Studies, 4(1).

Lovat, T., et al. (2011). Value pedagogy and student achievement: Contemporary research evidence. London: Springer Science+Business Media.

Mullis,I.V.S, et al. (2011). TIMSS 2003 International result in mathematics. Chestnut Hill: TIMS & PIRLS International Study Center

Nitko, A. J. & Brookhar,t S.M. (2011). Educational assesment of students. Upper Saddle River, NJ: Pearson Education, Inc.

Orlich, et.al. (2010). Teaching strategies: a guide to effective instruction. Wadsworth:Cengange Learning

PISA. (2013). PISA 2009 results infocus: what 15-year-olds know and what they can do with what they know. Diambil pada tanggal 25 Desember 2013, dari http://www.oecd.org/A/

Reid, G. (2007). Motivating learners in the clasroom: ideas and strategies. London: Paul Chapman Publishing

Rencher, A. C. (1998). Multivariate statistical inference and application. New York: John Wiley & Sons, Inc.

Sanders, D.H. & Smidt, R.K. (2000). Statistic: a first course.Boston: McGraw-Hill.

Sardiman, A. M. (2012). Interaksi dan motivasi belajar mengajar. Jakarta: Raja Grafindo Persada.

Syahrir. (2011). Effects of the jigsaw and teams games tournament (TGT) cooperative learning on the learning motivation and mathematicalskills of junior high school students. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika FMIPA UNY, Yogyakarta, 21-7-11.

Skemp, R.R, (1971). The psychologi of learning mathematics. Victoria: penguin Books.

Slavin, R.E. (2005). Cooperative learning: theori, research and practice. London: Allyn and Bacon.

Slavin, R.E. (2006). Education psychology:theory and practice(8th ed.). Johns Hopkins University: Pearson Education International

Timm, N.H. (2002). Applied multivariate analysis. New York:Springer verlag

Veloo, A., Chairhany, S. (2013). Fostering students' attitudes and achievement in probability using teams-games-tournaments. Procedia-Social and Behavioral Sciences 93 (2013) 59-64

Share

COinS